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11 Responding to Anxiety Behavior Be supportive and non-judgmental Be positive and reassuring Use reflective listening Ask open-ended questions Problem Solve  Could the child listen to music on his/her headphones while at the dentist?  Could the child go to an appointment with you to observe what it is like? Be supportive and non-judgmental Be positive and reassuring Use reflective listening Ask open-ended questions Problem Solve  Could the child listen to music on his/her headphones while at the dentist?  Could the child go to an appointment with you to observe what it is like?

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18 Dr. Haim Ginott: “I’ve come to the frightening conclusion that I am the decisive element in the classroom. My personal approach creates the climate. My daily mood makes the weather. As a teacher I possess a tremendous power to make a child’s life miserable or joyous. I can humiliate or humor, hurt or heal. In all situations, it is my response that dictates whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.”

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19 How Meaning is Conveyed  7% is in words that are spoken.  38% of meaning is in the WAY words are spoken.  55% of the meaning is in facial expression.  7% is in words that are spoken.  38% of meaning is in the WAY words are spoken.  55% of the meaning is in facial expression.

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26 WHAT IS A GOOD SOLUTION? Any solution that two parties agree is realistic, doable, and mutually satisfactory.

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27 CRISIS PREVENTION PLANNING  Takes place early in a case  Considers child’s past and experiences  Includes input from the child, caseworker, and others involved in child’s care  Takes place early in a case  Considers child’s past and experiences  Includes input from the child, caseworker, and others involved in child’s care

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28 AN EFFECTIVE CRISIS PLAN:  Is user-friendly  Has clear directions  Is individualized  Is preventative  Plans for real-life situations  Is developed collaboratively  Changes as the child/youth changes  Is user-friendly  Has clear directions  Is individualized  Is preventative  Plans for real-life situations  Is developed collaboratively  Changes as the child/youth changes

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30 TAKE CARE OF YOURSELF  Have a plan for self-care  If you don’t take care of yourself, you can’t take care of your children  Have a plan for self-care  If you don’t take care of yourself, you can’t take care of your children

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32 “I have become clear about at least one thing: self-care is never a selfish act - it is simply good stewardship of the only gift I have, the gift I was put on earth to offer to others. Anytime we can listen to true self and give it the care it requires, we do so not only for ourselves but for the many others whose lives we touch.” Parker Palmer, Let Your Life Speak